My Learning Object

Explore this interactive image that will be used as the front and back cover of my book to learn a little bit more about my Genius Hour!



If paired with a reflective journaling activity, my Genius Hour children's book, Forest's Tornado Brain, can touch on the following language arts specific expectations:
(Grade 4 used as an example, but many different grades could constructively interact with this book).

Demonstrating Understanding 
1.4 demonstrate an understanding of the information and ideas in a variety of oral texts by summarizing important ideas and citing important details (e.g., present an oral report to the class after listening to a guest speaker; use a graphic organizer to map the important ideas in a text; represent the important ideas of an oral text through visual art, music, or drama)

Extending Understanding
1.6 Extend understanding of oral texts by connecting the ideas in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them (e.g., relate the topic of an oral presentation to prior knowledge and information from personal experiences, 1. Listening to Understand OVERALL EXPECTATIONS By the end of Grade 4, students will: 1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes; 2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes; 3. reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations. SPECIFIC EXPECTATIONS 81ORAL COMMUNICATION GRADE 4 articles, movies, stories, or television shows; ask questions about relevant stated and implied details; relate the ideas of other speakers in a dialogue group to their own experiences; use role play and drama to connect the themes and emotions depicted in an oral text to real-life situations)

Point of View
1.8 identify the point of view presented in oral texts and ask questions about possible bias (e.g., identify the use of words and/or phrases that signal generalizations or stereotypes about gender, culture, ability, or age) Teacher prompts: ”Whose point of view is presented in this poem?” “Whose point of view is excluded?” “Does this reflect the way the world is today?” “How might this text be different if another point of view were presented?”